Shade Primary School

What Ofsted said

From the inspection on 10 May 2023

Pupils are happy to be part of the friendly community at Shade Primary School. They have a strong sense of belonging. Pupils feel safe and well cared for. They trust the adults in school to help if they have any worries or concerns. Bullying is extremely rare. Adults deal with any issues that do arise kindly and effectively. Leaders, governors and staff have high expectations for every pupil. They make sure that the school's vision of 'every child, every chance, every day' is followed through. Pupils receive the support they need to be successful. They are well prepared for the next stage of their education. Pupils behave well in lessons and at social times. They are polite and well mannered towards adults and each other. Pupils concentrate well and enjoy learning because teachers make lessons interesting. The curriculum extends well beyond the classroom. Visits around the local area and beyond bring learning to life. For example, recently, and as part of the curriculum for science, some pupils learned to identify different leaves and insects in nearby Towneley Park. Music is a great and cherished strength of the school. Every pupil learns to play the violin or cello in Year 4. Many of them choose to continue to learn these instruments in Years 5 and 6. Piano lessons are available for all pupils. Singing is an important part of school life. Many pupils choose to join the choir. Performances for parents, carers and the wider community are enjoyed by all.

What the school should improve

• In some foundation subjects, teachers are not aware of gaps in pupils' knowledge and miss opportunities to address misconceptions before moving on to new learning. As a result, pupils do not make the progress of which they are capable. Leaders should make sure that the purpose of assessment is clear and that teachers use the information it produces effectively.
• The curriculums for some foundation subjects do not include the subject-specific vocabulary that pupils need to learn as they move through school. As a result, pupils do not articulate what they know and remember in these subjects as well as they do in subjects such as mathematics. Leaders should identify and sequence the key vocabulary that pupils need to learn across the curriculum.

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